FIMA Year Book 2009 - Federation of Islamic Medical Associations

Inculcating Islamic Inputmore strategies in order to achieve athorough and complete model Islamicmedical curriculum at CUCMS.Recommendations on Islamic input inpre-clinical medical curriculum:1. Introducing `Spiritual History` takingfrom the first year: Performing aspiritual history facilitates the practice ofcompassion with one’s patients, and helpsthe clinician learn to integrate spiritualityinto the therapeutic plans (52) . AppendixB shows some models of spiritual historytaking developed and used in someinstitutions (53-55) .A study was conducted to evaluate the impactof a spiritual history-taking curriculum onthe skills, knowledge, and attitudes of 1styear medical students (56)The results showed slightly improved abilityin recognizing the patient’s spiritual concernsand in accommodating the patients’ beliefs.The researchers concluded that “spiritualhistory taking can be integrated effectivelyinto the existing history-taking curriculumin first year of medical training”.Another study concluded that studentsexposed to material on spirituality inmedicine have shown greater understandingof the issue but no difference in clinicalperformance (57) .2. Maximum exposure to knowledge:Students should not be asked to limit theirknowledge only to the `must know` topics,instead they should be encouraged to obtainas much information about a subject ortopic as possible in order to enhance theirunderstanding and lateral thinking skills.3. Students should be advised to use propertechniques to gain attention: i.e. sub-vocalrepetition of presented material.4. Motor system involvement to enhancememory and retention: Writing ordrawing are crucial memory enhancingtools as they incorporate the motor systemin the learning process.5. Large class lectures: to introduce topicsrelated to philosophy of Islamic medicine.For example, introducing revelation asa prime source of knowledge, as Islampointed out the scientific truths of anatomy,physiology, biochemistry, etc. centuries agobut were only known by modern sciencecenturies later through decades of trials,errors and experiments6. Introducing the `Life of ProphetMuhammad (PBUH) ` as role model:Students should be exposed to `Sunnah`and `Hadith` in order to develop anappropriate attitude and behaviour(Affective Domain).7. Teaching prayers (Duaa) and Names ofAllah ( al-Asma-al-Husna): Studentsshould learn and memorize some prayersfrom the Qur’an and Sunnah and the namesand the meanings of the names of Allahand His attributes, to be a helpful source ofguidance to patients.8. Evidence-Based Medicine (EBM) andResearch methods: EBM and researchshould be encouraged from the verybeginning of training.9. Complimentary and Alternative Medicine(CAM): CAM should be introduced fromthe beginning to help students in studyingcomparative medicine. Stress should begiven to Islamic methods i.e. prayers,plants and herbs, honey and cupping (al-Hijamah).10. Personal and Professional Development(PPD): Students should be encouragedto develop themselves as pious Muslims,life-long learners and competent and kindphysicians.FIMA YearBook 200941